Research On The Relationship Between Mathematics Learning Anxiety And Mathematics Achievement Of Senior High School Students

Mathematics is one of the main subjects compulsory for high school students.The learning of high school mathematics exercises students’ thinking and logic.High school mathematics performance is also the focus of teachers and parents.In recent years,with the development of educational psychology,the research on factors affecting students’mathematics learning and mathematics performance has gradually turned to the research on non-intellectual factors.Although non-intellectual factors include a wide range,many researchers have also conducted extensive research on factors that have a greater impact on mathematics learning anxiety,mathematics learning strategies,mathematics learning self-efficacy,and mathematics learning attitudes.According to related research results,students’ mathematics learning anxiety can negatively predict mathematics performance,but most studies have not explored the influence of mathematics learning strategies and mathematics learning self-efficacy on the relationship between mathematics learning anxiety and mathematics performance.This research mainly adopts the questionnaire survey method.The questionnaire was tested twice.After the prediction,the scale was revised,and the revised scale was used for the formal test.In the formal test,300 students from three schools in Wuhan,Zunyi and Chongqing were used as subjects.The questionnaire data was processed and analyzed by SPSS20.0 and AMOS22.0,and the following conclusions were obtained:(1)High school students’ mathematics learning anxiety,problem solving anxiety,and test anxiety are all at a medium-to-high level,and their classroom anxiety is at a medium-to-low level.There are significant differences in the mathematics learning anxiety of high school students in terms of grade,gender and father’s education level,but there is no significant difference in the mother’s education level.(2)High school students’ mathematics learning self-efficacy,daily math tasks,math courses,and mathematics problem solving are all at a moderately high level.There are significant differences in grade and gender in the mathematics learning self-efficacy of high school students;there is no significant difference in parental education level.(3)High school students’ mathematics learning strategies,cognitive strategies,metacognitive strategies,and resource environmental management strategies are all at a moderately high level;there are significant differences in the mathematics learning strategies of high school students in grades and fathers’ education level,There are no significant differences in gender and mother’s educational level.(4)Mathematics learning anxiety of high school students is significantly negatively correlated with mathematics learning strategies,mathematics learning self-efficacy,and mathematics performance;mathematics learning self-efficacy,mathematics learning strategies,and mathematics performance is significantly positively correlated;mathematics learning self-efficacy and mathematics learning strategies have significant mediating effects between mathematics learning anxiety and mathematics achievement.Finally,some feasible suggestions are put forward based on the results and conclusions of the data analysis,and the deficiencies in the research are reviewed and summarized.